東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Relationship Between Oral Langua...

Voyles, Jane.

Linked to FindBook

Google Book

Amazon

博客來

The Relationship Between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Relationship Between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery./
Author:	Voyles, Jane.
Description:	106 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0542.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434054
ISBN:	9781124403458

The Relationship Between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery.
Voyles, Jane.

The Relationship Between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery. - 106 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0542.

Thesis (Ed.D.)--Walden University, 2011.

Reading Recovery (RR) is an early intervention program that addresses the needs of struggling readers in 1st grade. Numerous studies support the positive effect RR has with struggling readers, but research is limited on the effects of RR with English language learners (ELLs). The purpose of this study examined the relationship between oral language proficiency of 1st grade Hispanic ELLs and student achievement in RR. This study also determined if oral language proficiency predicted text reading level at the conclusion of this reading intervention. The theoretical framework of the study was based on the constructivist theory of learning. For this study, 57 participants were administered a pretest using Hearing and Recording Sounds in Words (HRSIW), Text Reading Level (TRL), and Record of Oral Language (ROL). The participants received RR intervention and then completed a posttest using HRSIW, TRL, and ROL. The same sample of students was used for both the pretest and posttest. Dependent samples t tests were conducted to assess if mean differences existed by time. Two multiple regressions were conducted to assess if level of oral language proficiency at posttest predicted student achievement. In each of the 4 analyses, the null hypothesis was rejected. RR intervention impacted 1st grade Hispanic ELLs' oral language proficiency skills, resulting in higher posttest scores. This study contributes to positive social change by identifying and addressing the needs of Hispanic ELLs through embracing cultural diversity and language. Examining cultural diversity and language through appropriate assessments will provide an impetus to address the needs of all learners.

ISBN: 9781124403458Subjects--Topical Terms:

1030294
Education, English as a Second Language.

The Relationship Between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery.
LDR:02709nam 2200301 4500 001 1399741
005 20110926095514.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124403458
035 $a (UMI)AAI3434054
035 $a AAI3434054
040 $a UMI $c UMI
100 1 $a Voyles, Jane. $3 1678747
245 1 4 $a The Relationship Between Oral Language Proficiency and the Success of English Language Learners in Reading Recovery.
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0542.
500 $a Adviser: Edith L. Jorgensen.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a Reading Recovery (RR) is an early intervention program that addresses the needs of struggling readers in 1st grade. Numerous studies support the positive effect RR has with struggling readers, but research is limited on the effects of RR with English language learners (ELLs). The purpose of this study examined the relationship between oral language proficiency of 1st grade Hispanic ELLs and student achievement in RR. This study also determined if oral language proficiency predicted text reading level at the conclusion of this reading intervention. The theoretical framework of the study was based on the constructivist theory of learning. For this study, 57 participants were administered a pretest using Hearing and Recording Sounds in Words (HRSIW), Text Reading Level (TRL), and Record of Oral Language (ROL). The participants received RR intervention and then completed a posttest using HRSIW, TRL, and ROL. The same sample of students was used for both the pretest and posttest. Dependent samples t tests were conducted to assess if mean differences existed by time. Two multiple regressions were conducted to assess if level of oral language proficiency at posttest predicted student achievement. In each of the 4 analyses, the null hypothesis was rejected. RR intervention impacted 1st grade Hispanic ELLs' oral language proficiency skills, resulting in higher posttest scores. This study contributes to positive social change by identifying and addressing the needs of Hispanic ELLs through embracing cultural diversity and language. Examining cultural diversity and language through appropriate assessments will provide an impetus to address the needs of all learners.
590 $a School code: 0543.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Reading. $3 1017790
690 $a 0441
690 $a 0535
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Jorgensen, Edith L., $e advisor
790 1 0 $a DeVaney, Thomas $e committee member
790 1 0 $a Welch, Brett $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434054